scholarly journals THE SEMANTIC DEFINITION ASPECT OF KELANTANESE DIALECT GASOR ENTRY

2021 ◽  
Vol 4 (14) ◽  
pp. 71-92
Author(s):  
Noor Roza Hassan ◽  
Hasnah Mohamad Adi ◽  
Yasran Abdul Aziz ◽  
Norazlina Mohd Kiram

This study aims to observe the semantic aspect of Kelantanese dialect (KD) gasor entry in the Kamus Dewan Edisi Keempat (KD4). The objective of the study is to identify the problem of the entry definition form KD in KD4, describe the definition of KD gasor entry in KD4, and formulate a new definition of KD gasor entry. 30 informants who are KD native speakers were randomly selected for the purpose of this study. The result shows that the KD gasor entry definition is not accurate and has caused confusion to the dictionary users due to the ambiguity of meaning, inaccuracy of meaning, and overlap of meaning for the definition of an entry, subentry, and phrase. In addition, the Componential Analysis of Meaning Theory (1975) which is used in this study seemed to be able to overcome the initial problems appropriately.

2003 ◽  
Vol 38 (4) ◽  
pp. 47-56 ◽  
Author(s):  
Lei Luo ◽  
Ming-Yuan Zhu ◽  
Qing-Li Zhang

1982 ◽  
Vol 17 (6) ◽  
pp. 327-333
Author(s):  
Terrence W. Pratt ◽  
George D. Maydwell

1963 ◽  
Vol 2 (1-2) ◽  
pp. 96-101
Author(s):  
P. V. Tavanets

1981 ◽  
Vol 10 (137) ◽  
Author(s):  
Neil D. Jones ◽  
Henning Christiansen

<p>A simple algebra-based algorithm for compiler generation is described. Its input is a semantic definition of a programming language, and its output is a ''compiling semantics'' which maps each source program into a sequence of compile-time actions whose net effect on execution is the production of a semantically equivalent target program. The method does not require individual compiler correctness proofs or the construction of specialized target algebras.</p><p>Source program execution is assumed to proceed by performing a series of elementary actions on a runtime state. A semantic algebra is introduced to represent and manipulate possible execution sequences. A source semantic definition has two parts: A set of semantic equations mapping source programs into terms of the algebra, and an interpretation which gives concrete definitions of the state and the elementary actions on it.</p>


Analysis ◽  
1948 ◽  
Vol 8 (4) ◽  
pp. 49-63 ◽  
Author(s):  
M. Black

2021 ◽  
Vol 13 (4) ◽  
pp. 22-38
Author(s):  
A.B. Teplova ◽  
V.A. Chernushevich

Play is defined as a special form of free activity according to the rules, that, unlike work, does not produce an alienable product. The socio-psychological mechanism of the influence of the conditions of the game on the participants is considered. Conceptual analysis of the game from the point of view of the key, meaning-forming experience in the game – happiness-joy, shows that this experience is due to the peculiarities of the relations of the participants: internal self-restraint (conscience) and conflict-free communication (the presence of sympathy, empathy, sympathy, assistance). These factors explain the corrective and preventive resources of play practice in the work of specialists with deviant behavior in children and adolescents (irresponsibility, aggression, violation of social norms...). Game practice simulates favorable social conditions for development. The semantic definition of the experience of happiness-joy is made based on a meaningful understanding of children's happiness by specialists in working with children as their professional target setting. The phases of the formation of the game are defined and shown using examples of folk games: formal adoption of the rules, individual self-realization within the framework of the rules, individual self-realization within the framework of the rules and the value of the gaming community.


Author(s):  
Rocael Hernandez Rizzardini ◽  
Christian Gütl

Web 2.0 tools offer innovative technologies for learning and training, and it exists a strong pedagogical foundation to include such tools in education. As a consequence of its more widespread usage arise issues in the context of managing these cloud services, such as to create adapted instances tool resources, to assign such resources to teachers and learners, and others. Web and educational interoperability technologies have provided initial paths toward building this type of e-Learning 3.0 cloud education environments, however, fundamental challenges remain such as granular tool resources management, and the lack of use of Semantic Web technologies to leverage automatic machine-processable tool API. To overcome these issues, an holistic model for flexible interoperability is contributed in this chapter. Covered aspects includes a semantic definition of tools' API, an interoperability service framework capable to automatically process APIs, a semantic proxy that enables usage of current APIs, and a system for learning activities orchestration using these tools. Furthermore, advanced semantic technologies to support the model for flexible interoperability are analyzed.


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